Classroom expriments on project management communication

This manuscript gives a brief overview of three sets of experiments in the classroom with students following a Project Management (PM) course module using a blended learning approach. The impact of communication on the student performance using business games as well as the advantages of the use of integrative case studies and their impact on the learning experience of these students are tested. The performance of students is measured by their quantitative output on the business game or case exercise, while their learning experience is measured by the student evaluations. The experiments have been carried out on a sample of students with a different background, ranging from university students with or without a strong quantitative background but no practical experience, to MBA students at business schools and PM professionals participating in a PM training. The results have been presented at an international workshop on computer supported education in Lisbon (Portugal) in 2015 and details have been published in Vanhoucke and Wauters (2015)

Research into the use of ICT and e-learning for work-based learning in the skills sector

This research has been commissioned by Becta to provide an evidence-based overview of the current use and effectiveness of work-based e-learning and its integration with more traditional learning methods. The specific objectives of the research were to: investigate the known impact of ICT and e-learning on the skills sector; and describe the ways in which ICT and e-learning can support key workforce development issues such as addressing skills gaps and achieving sustainability in training and development

Research into the use of ICT and e-learning for work-based learning in the skills sector

The report provided an overview of the research commissioned by Becta into the use of ICT for learning by SMEs and the public sector, in the context of work-based learning (WBL). The findings were illustrated with a number of case studies and vignettes of good practice. The report was targeted at stakeholders in work-based learning (WBL)

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development